There is no real known or identified cause for troubled kids. The prevalence of school-going children being troubled is rising and expanding. The expansion occurs in the sense of the issues being faced by these children being varied leading to delinquency and status offences. Teachers and educators are finding it more difficult to teach or even relate with these children within a classroom setting. There is a need to incorporate Universal Design Learning (UDL) techniques within the teaching system as a way of helping teachers/educators impact more (and positively) on both the learning and change module. It will also form a crucial point of impact in helping these kids tackle issues affecting them away from school and within the school environment, in an effort to help them improve socially and educational-wise.
Research Question
What are the required intervention measures needed to help troubled kids improve academically and socially within and outside the school environment?
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Background
The definition of “Troubled,” in regard to children, is varied and differs for every kid. The term is, nevertheless, used to define an array of emotional and behavioral problems evidence among adolescents. There is, therefore, no one single behavior that can or is accredited to defining a teen as troubled; rather, it is a collective reaction shown by teenagers. The cause of such problems varies from one kid to the next, and while one teen may be reacting to domestic issues, another may be undergoing a psychotic medical problem. The exhibition of such a problem is always depicted in rebellious and delinquent behavior that makes it hard for educators/teachers to deal with them within the same classroom setting. The label of “troubled youth” should be used to define every behavioral defiance rather it should be used to diagnose a different form norm behavior that persists longer than normal teenage defiance and leads to the adoption of negative traits and risk-taking behavior.
It is essential to understand that risky and rebellious behavior that is used to define “troubled teens” is normal and should not be used to classify a teen as one who is troubled. However, when the risky behavior becomes obsessive and goes beyond the measure of normality, in the sense that it endangers the teens future (physically, emotionally, and physically), then there is need to address it. There is a need to address the topic of “troubled teens” in regard to education and helping them change and be adaptable to UDL teaching techniques, while at the same time provide alternatives for educators/teachers in dealing with them. To better understand the importance of this issue in modern education, there is a need to review the outstanding statistics on troubled teens.
Research by The National Center for Learning Disabilities (2018) together with other organizations in the field of Learning Disabilities (LD) conducted research to understand parents, teens, and educators better. 35% of parents reported that they had serious concerns regarding their own ability to cope with their children learning issues. These parents felt stressed, guilty, isolated and worried regarding their children’s future. 31% of the parents have conflicting feelings, in the sense that they accept their children’s learning problems but do not know how or whom to ask for help from. 34% of the parents are optimistic and believe that they can cope with their children’s learning problems, hence can contribute positively to helping educators/teachers in the learning process.
Statistics regarding children report that approximately 18 million children and teens suffer from anxiety. This statistic is not inclusive of the undiagnosed teens and children or those who do not reach out. The National Institute for Mental Health (2018) reports that 25% of all teenagers have problems with anxiety. Anxiety is attributed to be the single causal agent of delinquency behavior among teenagers, with most of the teenagers claiming domestic problems to be the cause for anxiety. As a result, these teens usually end up in drug and substance abuse. According to the national center on addiction and substance abuse drug and substance abuse is the number one public health problem for teenagers. The statistics identified females were more prone to developing major depressive episodes as compared to males. Teachers and learning institutions find it difficult to deal with such teenagers. According to National Center on Addiction and Substance Abuse (2018) at Colombia, it is only 27% of the teaching staff that are adequately and professionally trained to identify, respond and deal with students undergoing issues related to anxiety. The center also reports that only 40% of the schools have programs or policy measures in place to help them deal with troubled teens. This shows a glaring gap in addressing the problem of teen trouble.
Underlying problems such as depression, ADD/ADHD, anxiety, ODD, drug and alcohol abuse, PTSD among others affect the academic performance of these teens. The atmosphere as ordinary schools only instigates or triggers the delinquent-behavior pattern. Teachers are faced with the problem of presenting information in such ways that induce learning attitude and create an attitude of learning. The need to know how to motivate the kids into accepting new approaches to learning that will help them improve academically is crucial despite a history of consistent failure. However, teaching must be instituted within therapeutic settings that help the teachers, and the parents contribute to the healing process through new teaching techniques.
Modern teaching curriculum is structured to create a measure of worthiness and success through academic success. This denies troubled students the opportunity to know and understand their worth, hence pushing them away. The society is also gullible in fashioning and characterizing success as a material accumulation rather than the moral self-worth. As such, students who go to schools with cultural disadvantages, learning disabilities, or social incompetence are met by negative peer influence and uncooperative home atmosphere that impact negatively on their learning process. Social pressure to perform and the systemic school definition of success coupled with mitigating social and cultural issues lead to failure. Failure consequentially demands self-justification which in turn breeds anti-social thoughts and behavior.
The need for intervention measures within the school learning environment is crucial in helping these teens improve academically and socially. It also provides educators/teachers with the right tools for helping these teens improve in their learning process, amidst other mitigating social, cultural, and medical problems. Parents form an essential part of the learning process, mainly since most of these issues emanate from family-related issues. It is, therefore, imperative to implement intervention measures that will help teachers/educators, parents, and troubled teens work together, in an effort to improve the learning environment and implement measures and system that will help in learning, within and outside the school environment.
Methods
Research Question: What are the required intervention measures needed to help troubled kids improve academically and socially within and outside the school environment?
Key Words
Troubled teens
Learning interventions for troubled teens
Understanding troubled teens
Challenges of teaching troubled teens
School programs for troubled teens
Social issues troubled teens
Learning disabilities of troubled teens
Each of these keywords provides a crucial perspective in regard to troubled teens. A search of each of these keyword sequences provides detailed insight into the topic of troubled teens and the needed data/ information required to tackle the research question. The reason for using those specific word sequence is to ensure that the research question was adequately tackled, researched, and evaluated.
Database Used
The research will utilize the National Adolescent and Young Adult Health Information Center database. The reason for the use of this database for this research paper is because it provides a detailed guide to evidence-based programs for adolescent health. The database will form the basis upon which all other research sources will be derived in answering the research question.
Article Search
Upon running the search using the string of keywords provided, I came about 34 relevant date articles that could be used in tackling the research question. The only reviewed articles were those that had a topic that related or was relevant to the research question. Those that lacked a direct link or relation to the research question were ignored. I only selected those articles with the relevant topic question and those that are up-to-date (up-to-date articles refer to those articles that were published less than ten years ago). The selection of individual articles was done by reviewing the material and analyzing whether it was relevant and valuable in answering the research question.
Results
Article Analysis
All the articles agree that risky, delinquent, and rebellious behavior is a typical adolescent trait and that the traditional method of behavior modelling should cease being applied for the modern youth. They all proposed evidence-based interventions are the best options for addressing delinquent behavior among the youth. However, three (Haggis (2017), World Bank (2018), Alderman & Taylor (2015)) out of the six articles argue that these evidence-based interventions must be supported by school policy measures that allow educators/teachers to infuse these (intervention) measures within learning tools. The (3) articles argue that school policy provides the school curriculum with the required authority to deviate from the formality of a result-oriented system. It gives the teachers/educators the freedom to address issues facing the students individually, rather than as a holistic problem. Two of the other researches (Redd, Cochran, & Hair (2011) & Mazzucchelli (2017)) identify the home/family as the primary intervening entry point for educators/teachers, arguing that the school can only advance what the basic unit of care for these students provides. The articles view the policy as a support measure and not as an intervening measure as to the change process; purporting family engrains basic behavior that determines how these students react to school or the learning process. The last article chooses to regard evidence-based programs as a collective for both the community, the school and the family. There is no one unit, among the three, that can function on its own, rather, each of these units are interdependent in positively influencing the teenagers' behavior.
Two of the researches (The World Bank (2018) & Redd, Cochran, & Hair (2011)) provide noteworthy solutions to issue of youth delinquency. The research highlight youth programs run by development organizations as the best solution to the emerging issues being faced by youth in schools. They propose that extra-curricular engagement in these youth groups provide students with alternative learning options that enable them to score better grades, be more socially-acceptable, and relate with authority figures. The argument posed by these two articles propose that interactive group ventures by these youth groups allow for excursive activities that do not concentrate on the academics, rather they focus on individual improvement of these youths. Through social activities, community service engagement and competitive engagement, the youth are able to find common ground that allows them to experience the world beyond their school and family restrictive environment. One of the articles (Mazzucchelli, 2017) argues that the best approach to guiding and improving teen behavior is through parent-teen relationships. The argument has been that family forms the primary function of these teens, in the essence that the parents have the best foundation in influencing the behavior of their children. The other three articles point to school-integrated programs as the best solutions for addressing teen issues. They propose interactive measures that allow the school (where teens spent more than 50% of their time) to be the focal point for implementing programs that help them improve. They also argue that school-integrated programs allow for teachers/educators to identify unresponsive students or unhelpful programs and intervene immediately.
Only two researches (The World Bank (2018) & Alderman & Taylor (2015)) propose medical interventions as an alternative to addressing issues being faced by the youths. It is important to note that both of the researches do not propose medical intervention as an immediate solution, rather, they point out to it as an option after that. They agree as to the importance of other intervening measures, but point out to the value of medical intervention in better understanding underlying psychological issues that the teens may face.
One research (Haggis, 2017) points out to the importance of teachers as crucial to the change process. Every research points out to the importance of a positive learning environment as crucial to positive outcomes for the students, but do not place the teacher at the forefront of the change process. Through the use of peers, role-modelling, fostering students’ strengths, building social competencies, relationship building and ensuring high standards are maintained, teachers/educators possess the right tools to effect change. The researches (Haggis (2017), World Bank (2018), Alderman & Taylor (2015), & NAHIC (2018)) propose a comprehensive approach that allows schools, community, and family to interact and form a contributory group towards the social, physical, and emotional well-being of the youths in question. In point out these intervention measures, the researches argue that youth engagement cannot be done by one group and thus there is a need for each group to complement each other in helping teenagers navigate through the issues they face every day. On the other hand, (Mazzucchelli, 2017) perceive change as a cognitive measure meant to be implemented through good parenting, which allows the school and the community to help in the learning process.
It is crucial and surprising to note that all the articles point out to academic success being an essential point of measure in the successful application of these intervention measures. This is surprising since in defining intervention and supporting measures, the purpose is to help the youth find purpose in their life, beyond academic success. However, each of these articles points out to academic success as being a measure, through which, the implementation of these programs is justified. They all fail to provide a caveat that allows students to pursue interests and talents that are beyond academic proficiency.
Table
| Research Title | Reference | Intervention Measures Proposed | Authorities Involved | Programs Involved |
| Conduct And Behavior Problems: Intervention And Resources For School Aged Youth | Adelman & Taylor (2015) |
Intervention focus Behavioral initiative in bold perspective Rethinking discipline Promoting positive peer relationships Empirically supported treatment Psychotropic medication |
Teachers/educators, Community groups, & health officials | School and community supported programs |
| Influencing Positive Outcomes for Troubled Youth | Haggis (2017) | BHB theory intervention | Teachers | School- supported programs |
| Applications of Positive Parenting | Mazzucchelli (2017) | Parent-involved interventions | Parents | Parenting styles |
| A Guide to Evidence-Based Programs for Adolescent Health: Programs, Tools, and More | NAHIC (2018) |
Community-based interventions Health officials |
Community members, teachers, & parents | Evidence-based programs |
| Academic Achievement Programs and Youth Development: A Synthesis | Redd, Cochran & Hair (2011) |
Community-based mentoring Peer mentoring Competitive & cooperative interactive initiatives |
Community members/leaders |
Teen outreach programs Boys/girls club enhancement project Across-all-ages intergeneration mentoring programs |
| Supporting Youth at Risk: a Policy Toolkit for Middle-Income Countries | The World Bank. (2018) |
Mentoring interventions Rehabilitation intervention Empowerment intervention measures |
Teachers/educators, parents, security forces, community members/leaders |
Education equivalency degree programs Job training programs Financial incentives Youth service programs Adult mentoring programs Targeted employment program Life-skills intervention program Self-employment programs |
Discussion
The useful aspect of the results is that it provided alternative options for tackling teen delinquency, especially within a school-home-community environment. Most solutions to teen problems are usually structured to involve the school and the family as the basic units for intervention. The community is regarded as an unrealistic option for helping these two units. (The World Bank, 2018) Provides viable approaches that go beyond the family and the school and into the community. The measures include job training programs, financial incentives options, and social youth activities, youth service programs, mentoring programs for the youth, youth-targeted employment services, and optional self-employment support programs. All of these options provide the youth with alternative measures that can help them address their issues away from school and family-oriented programs.
Another useful result was that of BHB theory proposed by (Haggis, 2017) and that of positive parenting proposed by (Mazzucchelli, 2017) both of these strategies focus their intervention away from the youth and towards those responsible for implementing the change process. Most of the time, the youth are regarded as being defective or responsible for their behavior without a look at those responsible. Parents and teachers play a huge role in affecting how teenagers behave, and it is crucial to address the problem form their point of view. Unprofessional teachers/educators may cause students to misbehave as they do not know how to handle them. Absent parents or conflicting/fighting parents may affect a child’s growth process, while abusive parents may diminish a child’s sense of confidence thus affecting them socially and academically. The two articles address a critical perspective of intervention that is usually neglected in addressing troubled teens. The article allows policies to shift away from the students being the ones responsible and instead provide alternative intervention measures.
Learning Outcomes
Only one research (The World Bank 2018) takes into account the role of government into addressing the problem of delinquency, troubled youths, and youths with a disability. The government plays a crucial role in the formation and implementation of guideline policies that run the schools and institutions the youths engage with. However, all the responsibility for the students/youth is solely left on the teachers and parents. Intervention programs cannot be effected if there are no financial resources. More so, troubled teens end up being involved in drug and substance abuse which demands the government intervention.
There is a need for the government to be more involved in the rehabilitation process other than being the overall overseer. Drug and substance abuse and psychologically and medically affected youths require government programs that will help the teachers/educators and parents in tackling the problem involved. Drug rehabilitation programs are usually too expensive for parents and educational institutions, and hence there is a need for the government to be more involved in helping tackle the problem.
Beyond that, faith-based organizations play a crucial role in guiding the community towards a high moral ground. There is the question of what role faith-based organizations have to play in helping address the problem of teen delinquency. The need for this inquiry stems from a comparison between western (liberal) and eastern (religious) nations, which shows a difference in youth delinquency. While this cannot solely be attributed to religion, religion plays a vital role in how parenting is done and how youth turn up. There is a need to involve faith-based organizations in addressing and coming up with solutions to the problem of troubled teens. Religion provides a viable option, through which school and family units can use to tackle the problem of delinquency among the youth.
Impact of the Exercise
Understanding parenting
The exercise has allowed me to read more about parenting than I had previously done. In doing this, I have been able to have a better understanding as to how vast the role of parenting is, in regard to holistically nurturing a child to maturity. It has also allowed me to appreciate the importance of teachers/educators in the parenting and learning process.
Teaching practices
The assumption that teaching is all about empowering students to pass exams disregards the role of teachers as vital caregivers and support staff in teenagers’ life. Through the exercise, I have learnt regarding other learning and teaching techniques that do not necessarily dwell on passing exams. It has allowed me to understand teaching as a profession of inclusive and integrating measures, rather than just a profession of student enlightenment.
Dealing with the youth
The exercise has provided me with an opportunity to understanding different avenues of dealing with the youth, beyond the traditional way of punishment. The UDL learning framework together with other learning framework provides for a more integrated system of teaching and engaging the youth. The construct upon which modern learning is based on demands for a more engaging system that allows the authority figure to practice patience and understanding and the teenagers to be more responsible in their actions.
Enlightenment
Finally, the exercise has enlightened me on the importance of engagement in social interactions, especially when dealing with children and teenagers. Unlike adults who are free-thinkers and have more understanding, teenagers/children require an interactive engagement that allows them the freedom to seek guidance and counsel without feeling conflicted.
References
Adelman, H., & Taylor, L. (2015). Conduct and behavior problems: Intervention and resources for school aged youth. PsycEXTRA Dataset . doi: 10.1037/e576072011-001
Center on Addiction. (2018). Retrieved from https://www.centeronaddiction.org/
Haggis, D. (2017). Influencing Positive Outcomes for Troubled Youth. Contemporary Issues in Education Research (CIER), 10 (3), 179. doi:10.19030/cier.v10i3.9978
Mazzucchelli, T. G. (2017). Applications of Positive Parenting. Oxford Clinical Psychology . doi:10.1093/med-psych/9780190629069.003.0005
NAHIC. (2018). a Guide to Evidence-Based Programs for Adolescent Health: Programs, Tools, and More. [Online] Available at: http://nahic.ucsf.edu/wp-content/uploads/2014/08/Evidence-Based-Guide.pdf [Accessed 22 Nov. 2018].
NCLD. (2018). Retrieved from https://www.ncld.org/
NIMH. (2018). Retrieved from https://www.nimh.nih.gov/index.shtml
Redd, Z., Cochran, S., & Hair, E. (2011). Academic Achievement Programs and Youth Development: A Synthesis. PsycEXTRA Dataset . doi: 10.1037/e315372004-001
The World Bank. (2018). Supporting Youth at Risk: a Policy Toolkit for Middle-Income Countries . [Online] Available at: http://siteresources.worldbank.org/INTVENEZUELAINSPANISH/Resources/SupportingYouthAtRisk.pdf [Accessed 22 Nov. 2018].
